Usage-Inspired L2 Instruction : (Record no. 135602)
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| fixed length control field | 10003nam a22005413i 4500 |
| 001 - CONTROL NUMBER | |
| control field | EBC5248403 |
| 003 - CONTROL NUMBER IDENTIFIER | |
| control field | MiAaPQ |
| 005 - DATE AND TIME OF LATEST TRANSACTION | |
| control field | 20240729131737.0 |
| 006 - FIXED-LENGTH DATA ELEMENTS--ADDITIONAL MATERIAL CHARACTERISTICS | |
| fixed length control field | m o d | |
| 007 - PHYSICAL DESCRIPTION FIXED FIELD--GENERAL INFORMATION | |
| fixed length control field | cr cnu|||||||| |
| 008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION | |
| fixed length control field | 240724s2018 xx o ||||0 eng d |
| 020 ## - INTERNATIONAL STANDARD BOOK NUMBER | |
| International Standard Book Number | 9789027264466 |
| Qualifying information | (electronic bk.) |
| 020 ## - INTERNATIONAL STANDARD BOOK NUMBER | |
| Canceled/invalid ISBN | 9789027200242 |
| 035 ## - SYSTEM CONTROL NUMBER | |
| System control number | (MiAaPQ)EBC5248403 |
| 035 ## - SYSTEM CONTROL NUMBER | |
| System control number | (Au-PeEL)EBL5248403 |
| 035 ## - SYSTEM CONTROL NUMBER | |
| System control number | (CaPaEBR)ebr11503370 |
| 035 ## - SYSTEM CONTROL NUMBER | |
| System control number | (OCoLC)1021173395 |
| 040 ## - CATALOGING SOURCE | |
| Original cataloging agency | MiAaPQ |
| Language of cataloging | eng |
| Description conventions | rda |
| -- | pn |
| Transcribing agency | MiAaPQ |
| Modifying agency | MiAaPQ |
| 050 #4 - LIBRARY OF CONGRESS CALL NUMBER | |
| Classification number | P301 .U834 2018 |
| 082 0# - DEWEY DECIMAL CLASSIFICATION NUMBER | |
| Classification number | 417.7 |
| 100 1# - MAIN ENTRY--PERSONAL NAME | |
| Personal name | Tyler, Andrea E. |
| 245 10 - TITLE STATEMENT | |
| Title | Usage-Inspired L2 Instruction : |
| Remainder of title | Researched Pedagogy. |
| 250 ## - EDITION STATEMENT | |
| Edition statement | 1st ed. |
| 264 #1 - PRODUCTION, PUBLICATION, DISTRIBUTION, MANUFACTURE, AND COPYRIGHT NOTICE | |
| Place of production, publication, distribution, manufacture | Amsterdam/Philadelphia : |
| Name of producer, publisher, distributor, manufacturer | John Benjamins Publishing Company, |
| Date of production, publication, distribution, manufacture, or copyright notice | 2018. |
| 264 #4 - PRODUCTION, PUBLICATION, DISTRIBUTION, MANUFACTURE, AND COPYRIGHT NOTICE | |
| Date of production, publication, distribution, manufacture, or copyright notice | ©2018. |
| 300 ## - PHYSICAL DESCRIPTION | |
| Extent | 1 online resource (344 pages) |
| 336 ## - CONTENT TYPE | |
| Content type term | text |
| Content type code | txt |
| Source | rdacontent |
| 337 ## - MEDIA TYPE | |
| Media type term | computer |
| Media type code | c |
| Source | rdamedia |
| 338 ## - CARRIER TYPE | |
| Carrier type term | online resource |
| Carrier type code | cr |
| Source | rdacarrier |
| 490 1# - SERIES STATEMENT | |
| Series statement | Language Learning and Language Teaching Series ; |
| Volume/sequential designation | v.49 |
| 505 0# - FORMATTED CONTENTS NOTE | |
| Formatted contents note | Intro -- Usage-inspired L2 Instruction -- Editorial page -- Title page -- LCC data -- Dedication page -- Table of contents -- List of contributors -- Acknowledgements -- Introduction -- Chapter 1. Usage-inspired L2 instruction: An emergent, researched pedagogy -- Introduction -- Five tenets that shape usage-inspired L2 instruction -- Usage-inspired L2 instruction through three lenses -- How effective is usage-inspired L2 instruction? -- A central role for corpus linguistics in usage-inspired L2 instruction -- Closing remarks -- References -- Part I. Usage-inspired L2 instruction through three lenses -- Chapter 2. L2 developmental education and systemic theoretical instruction: The case of English verb+noun collocations -- Introduction -- Conceptual knowledge -- Concept formation and school instruction -- Systemic theoretical instruction -- Orienting basis of action -- Materialization -- Internalization -- Verbalization -- An STI study on L2 English verb+noun collocations -- Background -- SCOBAs -- Quantitative results -- Learner SCOBAS and languaging behavior -- Conclusion -- References -- Chapter 3. Foreign language instruction from a dynamic usage-based (DUB) perspective -- Introduction -- Theoretical underpinnings for a dynamic usage based (DUB) approach to language development -- Theoretical underpinnings for a dynamic usage based (DUB) approach to language development -- DUB approach to second language instruction -- The movie approach -- The accelerative integrated method -- Conclusion -- References -- Chapter 4. On the relationship between interaction and language learning: A usage-based perspective grounded in interactional sociolinguistics -- Introduction -- Interactional sociolinguistics: A précis -- Contexts of language learning -- The traditional language classroom -- ITA training as a special situation linked to a classroom context. |
| 505 8# - FORMATTED CONTENTS NOTE | |
| Formatted contents note | Supplementary conversation groups -- Research as a context of teaching -- Typically invisible language learning opportunities -- Student is guided in becoming an ethnographer of his/her own communication -- Student is guided in becoming an ethnographer of his/her own communication -- Conclusion -- References -- Part II. How effective is usage-inspired L2 instruction? -- Chapter 5. Conceptual frameworks and L2 pedagogy: The case of French prepositions -- Introduction -- The knottiness of à, dans, and en from an L1 "equivalency" perspective -- Challenges from the trenches -- Cognitive linguistics and discourse analysis -- Sociocultural theory and cognitive linguistics -- Our pedagogy -- Student workshops -- Instructor workshops -- Results -- À -- Dans -- En -- Preposition use, comparing pre-test to post-test -- Instructor feedback -- Discussion and implications -- References -- Chapter 6. Student perception and different performance in a combined usage-based and sociocultural theory approach to learning Japanese polysemous particles -- Introduction -- Background -- Japanese spatial polysemous particles -- SCT and concept development -- Study -- Research questions -- Participants -- Design -- Measures -- Results and discussion -- Performance on measures -- Student perception of instructional approach used -- Conclusion -- Acknowledgements -- References -- Appendix 1 -- Appendix 2 -- Appendix 3 -- Appendix 4 -- Appendix 5 -- Appendix 6 -- Chapter 7. The impact of prior knowledge on second language grammar practice -- Introduction -- Practice in theoretical perspective: What is the relationship to L2 development? -- Practice in theoretical perspective: What is the relationship to L2 development? -- Practice in L2 instructional perspective: A role for prior knowledge? -- Research questions -- Method -- Target item and prior knowledge of the target item. |
| 505 8# - FORMATTED CONTENTS NOTE | |
| Formatted contents note | Participants -- Design -- Instructional package -- Presentation and practice of the target form -- Data collection instruments -- Results -- Results from the multiple-choice task -- Results from the fill-in-the-blank task -- Results from the GJ and correction task -- Discussion and conclusion -- Acknowledgements -- References -- Appendix 1. Examples of test items (adapted) -- Appendix 2. Examples of practice activities (adapted) -- Actividad 3. Reacciones a la ley antitabaco -- Actividad 4. Titulares de periódico -- Chapter 8. Using metacognitive strategies to induce phase shifts: A complex systems approach to L2 listening instruction -- Introduction -- Complexity theory and language development -- Critical features of complex systems -- Systems and timescales in L2 instruction -- Complexity theory, listening, and metacognition in the classroom -- The original study -- A critical self-analysis using complexity theory design problems from a complexity perspective -- A critical self-analysis using complexity theory design problems from a complexity perspective -- Re-conceptualizing the research questions -- Designing studies and interpreting results with CAS theory -- Conclusion -- References -- Chapter 9. The role of 'roles' in task-design: An exploration of framing as a feature of tasks -- Introduction -- Background: Framing -- Study rationale and hypotheses -- Procedure, data collection, and participants -- Methodological background -- Results and discussion -- Framing and negotiation for meaning -- Framing and assistance moves -- Framing and content questions -- Concluding thoughts -- Acknowledgements -- References -- Chapter 10. Do findings from artificial language learning generalize to second language classrooms? -- Introduction -- Definition and types of artificial language learning experiments. |
| 505 8# - FORMATTED CONTENTS NOTE | |
| Formatted contents note | Rationales for and against generalizing from artificial to natural languages -- Converging evidence -- Diverging evidence -- Type frequency effects -- Skewed input effects -- Summary: Maximal generalization from minimal input -- Understanding the limits of the generalizability from artificial language learning to SLA: Explanatory factors -- General effects of laboratory settings -- Learning mode and test mode -- Interactions of variables -- Meaning(fulness) and context(ualization) -- Conclusion -- Acknowledgement -- References -- Part III. A central role for corpus linguistics in usage-inspired L2 instruction -- Chapter 11. Compounds and productivity in advanced L2 German writing: A constructional approach -- Introduction -- Theoretical underpinnings -- Method -- Results -- Errors in L2 compounds -- Native compounds versus learner compounds -- Compounding and productivity -- Conclusion -- Acknowledgments -- References -- Appendix. ISO 639-3 three letter language codes -- Chapter 12. A systemic functional linguistic approach to usage-based research and instruction: The case of nominalization in L2 academic writing -- Introduction -- An SFL perspective to multilingual academic literacy development -- Nominalization use and academic literacy development -- An exploratory study of nominalization use -- Curricular context and participants -- Data sources -- Operationalizing and counting nominalizations -- Insights from quantitative analyses of nominalization -- Additional insights from finer-grained analyses of two focal learners -- Implications for usage-based theory-building, research, and instruction -- References -- Chapter 13. Examining multifaceted sources of input: Variationist and usage-based approaches to understanding the L2 classroom -- Introduction -- The centrality of input -- Subject forms in Spanish -- Subject expression in L2 Spanish. |
| 505 8# - FORMATTED CONTENTS NOTE | |
| Formatted contents note | The current study -- Participants -- Tasks and procedure -- Coding and analysis -- Results -- Oral input -- Written input -- Sociolinguistic tasks -- Results summary -- Discussion -- Conclusion and future directions -- References -- Conclusion -- Chapter 14. Usage-inspired L2 instruction: Some reflections and a heuristic -- Introduction -- Unifying ethos, multiple pursuits -- The complementarity of explicit and implicit learning -- But is it usage-inspired?: A heuristic to evaluate instructional implementations -- Conclusion -- References -- Index. |
| 588 ## - SOURCE OF DESCRIPTION NOTE | |
| Source of description note | Description based on publisher supplied metadata and other sources. |
| 590 ## - LOCAL NOTE (RLIN) | |
| Local note | Electronic reproduction. Ann Arbor, Michigan : ProQuest Ebook Central, 2024. Available via World Wide Web. Access may be limited to ProQuest Ebook Central affiliated libraries. |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM | |
| Topical term or geographic name entry element | Language and languages-Usage. |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM | |
| Topical term or geographic name entry element | Second language acquisition. |
| 655 #4 - INDEX TERM--GENRE/FORM | |
| Genre/form data or focus term | Electronic books. |
| 700 1# - ADDED ENTRY--PERSONAL NAME | |
| Personal name | Ortega, Lourdes. |
| 700 1# - ADDED ENTRY--PERSONAL NAME | |
| Personal name | Uno, Mariko. |
| 700 1# - ADDED ENTRY--PERSONAL NAME | |
| Personal name | Park, Hae In. |
| 776 08 - ADDITIONAL PHYSICAL FORM ENTRY | |
| Relationship information | Print version: |
| Main entry heading | Tyler, Andrea E. |
| Title | Usage-Inspired L2 Instruction |
| Place, publisher, and date of publication | Amsterdam/Philadelphia : John Benjamins Publishing Company,c2018 |
| International Standard Book Number | 9789027200242 |
| 797 2# - LOCAL ADDED ENTRY--CORPORATE NAME (RLIN) | |
| Corporate name or jurisdiction name as entry element | ProQuest (Firm) |
| 830 #0 - SERIES ADDED ENTRY--UNIFORM TITLE | |
| Uniform title | Language Learning and Language Teaching Series |
| 856 40 - ELECTRONIC LOCATION AND ACCESS | |
| Uniform Resource Identifier | <a href="https://ebookcentral.proquest.com/lib/orpp/detail.action?docID=5248403">https://ebookcentral.proquest.com/lib/orpp/detail.action?docID=5248403</a> |
| Public note | Click to View |
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